exam 1 Flashcards
development
change, improvement, maturation, progression, etc
study of mind and behavior
psychology
lifespan
conception to death
why study development
become better parents, caregivers
help choose, shape social policies
understand human nature
for fun
innate–>modern roots of
nativism
plato and rousseau: knowledge is
innate
Aristotle and locke: knowledge is
learned
learned–> modern roots of
empiricism
why are different views on knowledge important
advocate different child-rearing practices
childrens jobs 100-150 years ago
children seen as little adults who work and make money
childrens jobs now
school: learn, play, be social, gain skills
why big change in childrens jobs
social reform movements
changes in scientific thinking
child labor laws set max hours of labor for children to
55 hr/week
7 themes of developmental psychology
- nature vs nurture
- active child
- continuous vs discontinuous
- mechanisms of change
- sociocultural context
- individual differences
- research and childrens welfare
nature vs nurture
what makes us the way we are
nature
innate, hereditary, navist, maturation, inborn, genes
nurture
learning, experience, culture, child-rearing, empiricist
why do we need both nature and nurture
you can have all the genetics in the world but if you do not have the right environment or opportunity for those genetics to grow, you will not succeed
issue of direction of causality
interventions, money, time, resources
issue of how we view and treat others
child rearing/teaching–>different outcomes
people held to standards
modern approach of nature vs nurture
look at both
study phenotype
genes interacting with environment
active child
how do children contribute to their own development
interests
continuous development
development occurs a smooth transitional process overtime
example of continuous development
growing, you are short and continuously grow taller
discontinuous development
development occurs in stages; a period of change followed by periods of no change, stability
examples of discontinuous development
first typical motor movements: crawling, walking, running
pine tree is synonymous to ____ development
continuous
butterfly growth is synonymous to ____ development
discontinuous
mechanisms of change
how does change occur? what processes drive change?
questions of mechanisms of change
do we start with nothing and gain new skills?
so we start with basic innate knowledge?
do we start with a general skill, then specialize?
sociocultural context
how do social, cultural, etc. contexts change development
sociocultural context examples
family, neighborhood, city, state, country
race, ethnicity
SES
gender
individual difference
how are children similar or different from each other
how are children different from each other
genetic vs environmental
always individual differences
research and childrens welfare questions
how can we promote childrens well being
what is the change, how is it happening, why is it happening
what is the best type of learning, learning style, outcome to particular development
how do we take that step back and look at what’s best
scientific method
observation, theory, hypothesis
design study to test hypothesis
data
scientific method: data is in line with hypothesis
keep/refine theory, think about implications
scientific method: data is not in line with hypothesis
reject, back to start
theory
orderly, integrated statement that describes, explains, and predicts behavior
characteristics of useful theories
guide research, explain facts and findings, predict future findings
can be tested with experiments
are useful for real life
what is a hypothesis
testable prediction about behavior generally drawn from a theory
hypothesis leads to
collecting data to support/disprove hypothesis
ways to collect data
interview
naturalistic observation
structured observation
naturalistic observations
does not know they are being observed
structured observation
know they are being observed, try to act as natural as possible
validity
did we measure what we intended to measure
reliability
is there consistency
is it possible to have reliability without validity
yes, but we may be measuring the wrong phenomenon
is it possible to have validity without reliability
no
correlation design
how much are two variables related to each other
positive correlation
two variables traveling in the same direction
negative correlation
two variables travel in opposite directions
no correlation
completely independent
correlation coefficient
direction and magnitude of relationship
correlation does not cause
causation
direction of causation problem
GPA and hours spent studying
third variable problem
third variable affects two variables
ice cream and murder
experimental design
can one variable cause a change in the other
independent variable
what is manipulated
dependent variable
what changes as a result of IV
random assignment
random assign population into levels of IV and control group
when random assignment is impossible
correlation design
confounding variables
things that throw off the experiment, you dont take account for
correlation study pros
describe relationships
only method when random assignment is impossible
correlation cons
direction of causation
third variable
experimental pros
can infer causation
random assignment
experimental cons
external validity
cant study variables that cant be randomly assigned
how many in case study
1-3
the larger your sample size the
more power you have
number of participants depends on
the study and question
more participants, more likely to get _____, but more _____
statistically significant findings
time, money, other resources
cross-sectional design
test same children once
examples cross sectional design
same age, same ability
different age groups
same age, diff ability groups
longitudinal design
test same children 2+ times
examples longitudinal design
age
ability
pre/post intervention
micro-genetic design
test same children multiple times during a particular time of change
cross sectional pros
quick and easy; can compare diff age groups
cross sectional cons
cant see individual development
pros longitudinal
can see stability and pattern of individual development
cons longitudinal
attrition, repeated testing
pros micro-genetic
can see change, sometimes over short periods in lots of detail
cons micro-genetic
cant make conclusions about typical development longer periods
to study childrens behavior, consider
- theory, hypothesis, reliability, validity
- number of children
- when (how often) to observe
problem with studying babies
nonverbal, noncompliant
what can newborns do
suck, look, move, show/change expression, physical reaction, non compliant, bored
what can young infants do
reach, sit, crawl, walk, explore with hands, vocalize, talk, communicate
types of learning in infants
classical conditioning, operant conditioning, habituation, preferential learning
classical conditioning
modify reflexive behavior
associate new stimulus with old reflexive behavior
2 famous classical conditioning experiments
pavlov, little Albert
4 step method for changing a reflex
- neural stimulus–>no reaction
- unconditioned stimulus–>response
- repeated pairings of NS + UCS
- conditioned stimulus –>conditioned response
classical conditioning: can infer learning if
NS becomes CS
classical conditioning: null results if
NS does not become CS
operant conditioning
modify emitted behavior
operant conditioning: good consequence
increase behavior
operant conditioning: bad consequence
decrease behavior
methods for changing emitted behavior
reinforcement
punishment
extinction
reinforcement=
good consequence
positive reinforcement
good thing occurs
negative reinforcement
bad thing goes away
extinction
no consequence
negative reinforcement does not equal
punishment
habituation
show decreased response to something
typically, infants have a preference for
novelty
habituation= ____ in response to repeated presentations of same stimulus
decreased
dishabituation
renewed response to a stimulus perceived to be different
preferential looking
are two displays different
2 rules of thumb for preferential looking
infants prefer something over nothing
cannot infer anything a priori
